Portraying the Global: Cross-national Trends in Textbooks’ Portrayal of Globalization and Global Citizenship

Buckner, Elizabeth; Russell, S. Garnett

doi:10.1111/isqu.12078

Cited by 53 publications

(21 citation statements)

References 34 publications

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“…Given that textbooks have to cover a broad range of topics, this is indicative of the prevalence (and political power) of the term in the twenty-first century (Bhatia, 2005). Drawing on the analysis of school textbooks, the Stanford Group claims that politically relevant concepts increasingly diffuse across the international realm, hence indicating the emergence of a world society (Buckner & Russell, 2013;Ramirez et al, 2009). In principal, my findings are in line with such claims.…”

Section: Prevalence and Definitions Of Terrorism In The School Textbookssupporting

confidence: 63%

Teaching terrorism, saving the state? Education and geopolitical imaginations of terrorism in 12 violently challenged states

Ide

2020

Political Geography

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The role of education in political socialisation and the importance of terrorism discourses in promoting (or silencing) certain interests have long been acknowledged. This study combines both themes by asking: How do school textbooks, sanctioned by states that are violently challenged by internal opposition, discuss the issue of terrorism? I draw on, and contribute to, four distinct, yet related streams of research: critical geopolitics, critical terrorism studies, geographies of education, and young people's geographies. Simultaneously, while most work on the topic focuses on individual cases (typically of Western countries), I conduct the first comparative analysis of twelve countries from different world regions: China,

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Section: Prevalence and Definitions Of Terrorism In The School Textbookssupporting

confidence: 63%

Teaching terrorism, saving the state? Education and geopolitical imaginations of terrorism in 12 violently challenged states

Ide

2020

Political Geography

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“…Modern day media technology transgresses geopolitical borders or what we often regard as sovereign territory, and according to Buckner and Russell (2013), ''the rise of discourses surrounding globalisation and global citizenship may shift focus away from a nation-dominant narrative toward a global narrative, which may imply a fundamental reconceptualisation of the nation-state's purpose or identity'' (p. 738). It may also imply understanding ourselves as part of a global citizenship with rights to freely traverse borders and politics.…”

Section: Freedom Of Information Versus Surveillance Of Information Tementioning

confidence: 99%

Fear of communicating fear versus fear of terrorism: A human rights violation or a sign of our time?

Anyanwu

2018

International Journal of Speech-Language Pathology

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At its very first session, the United Nations General Assembly, adopted Resolution 59(I) which states that ''freedom of information is a fundamental human right and . . . the touchstone of all the freedoms to which the United Nations is consecrated''. In 1948, it proclaimed the Universal Declaration of Human Rights in Paris. Article 19 of that Declaration states that ''everyone has the right to freedom of opinion and expression; this right includes freedom to hold opinions without interference and to seek, receive and impart information and ideas through any media and regardless of frontiers''. When we place these basic human rights against current global terror threats, and consequent restrictive antiterror legislations to combat them, the question becomes whether Article 19 is still relevant in the context of today's changed security landscape. The aim of this paper is to explore ways that anti-terror legislations can balance between national security, and the protection of freedom of information.

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“…However, over time, more countries have shifted to a more global-focused civics curriculum (Ramirez, Meyer, & Wotipka, 2009). In addition to documenting a worldwide rise in textbook foci on global citizenship since the 1970s, Buckner and Russell (2013) found that, in the 2000s, 89% of their analysed books also discussed national citizenship, suggesting that global citizenship discourse did not necessarily replace notions of national citizenship. Latin America and the Caribbean stand out, with especially high rates: in the last two decades, around half the books 0 .…”

Section: Global Citizenshipmentioning

confidence: 99%

Education for global citizenship and sustainable development in social science textbooks

Jiménez

Lerch

Bromley

2017

Euro J of Education

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This article reviews the state of research and data on relevant content, broadly understood as sustainable development, in social science textbooks worldwide. Specifically, it examines the extent to which these textbooks could help learners to acquire the knowledge, skills and values that are needed to meet goal 4.7 of the United Nation's Sustainable Development Goals: ‘By 2030, ensure that all learners acquire the knowledge and skills needed to promote sustainable development, including, among others, through education for sustainable development and sustainable lifestyles, human rights, gender equality, promotion of a culture of peace and non‐violence, global citizenship and appreciation of cultural diversity and of culture's contribution to sustainable development’. It reviews relevant literature and analyses three cross‐national, longitudinal databases containing information that is coded from textbook content to assess the current state of knowledge. In addition to analysing measures concerning the environment and sustainable development, this article also focuses on areas of human rights, global citizenship, gender equality, and multiculturalism/social diversity. We find that textbook discussions of these variables have, in general, steadily increased since the middle of the 20th century. The article concludes by indicating where future research efforts are most needed, identifying geographic and substantive needs, and considering monitoring mechanisms that could encourage on‐going evaluation and monitoring of textbook content.

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Portraying the Global: Cross-national Trends in Textbooks’ Portrayal of Globalization and Global Citizenship

Cited by 53 publications

References 34 publications

Teaching terrorism, saving the state? Education and geopolitical imaginations of terrorism in 12 violently challenged states

Teaching terrorism, saving the state? Education and geopolitical imaginations of terrorism in 12 violently challenged states

Fear of communicating fear versus fear of terrorism: A human rights violation or a sign of our time?

Education for global citizenship and sustainable development in social science textbooks

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